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The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development

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Title: The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development
Language: English
Authors: Rachelle Bramlage-Schomburg, W. Kyle Ingle
Source: Impacting Education: Journal on Transforming Professional Practice. 2026 11(1):28-36.
Availability: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Teacher Attitudes, Individualized Instruction, Faculty Development, School Districts, Suburban Schools, Intervention, Program Effectiveness, Coaching (Performance), Instructional Improvement, Elementary School Teachers, Middle School Teachers, High School Teachers
Geographic Terms: Kentucky
ISSN: 2472-5889
Abstract: In response to a lack of teacher-focused professional development (PD), a Kentucky school district developed and implemented its Thinking Focus Cohort (TFC), a customized professional development program that provides opportunities for training, coaching, and teaching rounds. We undertook a qualitative case study to determine if teachers perceived TFC positively and successful in changing the delivery of PD within the district. Participants identified specific pedagogical skills implemented because of TFC participation, which they perceived as leading to higher teacher self-efficacy and student efficacy. Participants described instructional coaches and teaching rounds positively, serving as catalysts for changes in teachers' pedagogical practices and opportunities for teacher collaboration. We recommend that teacher needs should drive the foci of professional development rather than state mandates. Reticence to miss instructional time and the lack of sufficient substitutes served as potential barriers to participation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496002
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Rachelle+Bramlage-Schomburg%22">Rachelle Bramlage-Schomburg</searchLink><br /><searchLink fieldCode="AR" term="%22W%2E+Kyle+Ingle%22">W. Kyle Ingle</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2026 11(1):28-36.
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  Data: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
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  Data: 2472-5889
– Name: Abstract
  Label: Abstract
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  Data: In response to a lack of teacher-focused professional development (PD), a Kentucky school district developed and implemented its Thinking Focus Cohort (TFC), a customized professional development program that provides opportunities for training, coaching, and teaching rounds. We undertook a qualitative case study to determine if teachers perceived TFC positively and successful in changing the delivery of PD within the district. Participants identified specific pedagogical skills implemented because of TFC participation, which they perceived as leading to higher teacher self-efficacy and student efficacy. Participants described instructional coaches and teaching rounds positively, serving as catalysts for changes in teachers' pedagogical practices and opportunities for teacher collaboration. We recommend that teacher needs should drive the foci of professional development rather than state mandates. Reticence to miss instructional time and the lack of sufficient substitutes served as potential barriers to participation.
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  Data: 2026
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  Data: EJ1496002
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496002
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 28
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
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      – SubjectFull: Kentucky
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      – TitleFull: The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development
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              Y: 2026
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